Dynamic Development A new approach for the personal and professional development of researchers Practitioner Guide

The Dynamic You Changing, curious, exploratory, aware, critical, progressing, achieving, failing, performing, learning, strategic, chaotic, organised, processing, being

Dispositional Experience Awareness Recording System Analysis: The static and dynamic development

You Situation (Static) (Static)

You Situation (Dynamic) (Dynamic) Theoretical Concept Situational External Feedback Awareness

Discovering and Exploring

Situational Competence The work embodied in this guide was funded by a University of Leeds Student Education Fellowship (USEF Development Award 2016-17)

The guide has been authored by the associated development group. The lead author for the guide as a whole is the chair and where other members of the group were lead authors for specific sections this is indicated as appropriate by section in the text.

Development group:

Dr Tony Bromley, University of Leeds (Chair) Dr Jim Boran, University of Manchester Dr Gail de Blaquiere, Newcastle University Sarah Gray, University of Leeds Dr Richard Hinchcliffe, Independent consultant, previously University of Liverpool Dr Mark Proctor, University of Sunderland Dr Sandrine Soubes, University of Sheffield Dr Davina Whitnall, University of Salford 2 Contents

Executive Summary...... 4

A. Introduction and context...... 5

The ‘catalyst’ for a new approach...... 5 A challenge to the current model for researcher development...... 6 Toward a new model for development: an ethos...... 7 In practice, from ethos to new approach...... 9 What does this mean for practitioners?...... 10

B. The Dynamic Development Model explained...... 11

The static and dynamic development theoretical concept...... 11

Introduction...... 11 Situational competence: an alternative to ‘Skill’...... 11 Theoretical underpinning: The Static and Dynamic theoretical concept...... 12 The potential of the Static and Dynamic development concept...... 15 Activities...... 16

Experience recording system...... 16 Activities...... 17

External feedback...... 17 Activities...... 18

Discovering and exploring...... 18 Activities...... 18

Situational awareness...... 19 Activities...... 19

Dispositional awareness...... 19 Activities...... 20

C. Understanding and building potential futures: from situational competence to capital...... 20

An alternative to training needs analysis...... 23

D. Dynamic Development resources...... 24

A dynamic development programme framing...... 24 Facilitation examples using the SDD concept...... 26

Example 1: Using the Game Board...... 26 Example 2: Introducing the SDD concept for reflective practice...... 27 Example 3: Interdisciplinary working workshop...... 28 Example 4: Developing confidence facilitation models...... 29

Dispositions and situations expressed in static and dynamic components...... 29

Example 1: Conference presentation...... 30 Example 2: Confidence development...... 31 Example 3: Interdisciplinary working...... 32 Example 4: Leadership...... 33 Example 5: Project management...... 34 Example 6: Strategic reading...... 35 Example 7: Working with integrity...... 37

Facilitation of Experience Recording: using different E-systems...... 38

Experience recording: utilising e-systems researchers currently use...... 38 Experience recording: utilising additional e-systems, the Padagogy Wheel...... 38

Acknowledgments...... 40

3 Executive Summary

We would like researchers to actively The Dynamic Development model is put forward as a better development model for our increasingly dynamic engage with their personal and professional world compared with current approaches. In addition, development. We suggest here that the in developing and presenting our ideas we challenge the current approach to researcher development current language of skills as consisting of commonly ill-defined terms, none of which satisfactorily encapsulate inherently fosters passive engagement. meaning or understanding or provide an engaging motivator for participation. And we offer alternatives. We have developed and present in this guide a new approach that we believe does inherently support active In summary, we present Dynamic Development as engagement with personal and professional development. an active approach to the personal and professional We put the researcher at the heart of their own development; development of researchers, designed for an increasingly a dynamic individual, learning, developing, progressing in dynamic world, countering what we have characterised their research, their career and as an individual. as our ‘passive’ current approaches. In doing so, we also hope this will encourage others to develop and present Uniquely, we propose the ‘teaching’ of a personal and additional active approaches. professional development model such that researchers can grow their understanding of their own development autonomously and with the aim of life-long sustainability. As practitioners our role is to support and nurture that autonomy.

Our model has 6 key elements; dispositional awareness; situational awareness; external feedback; discovering and exploring; experience recording; and the new static and dynamic (SDD) theoretical conceptionalisation of ‘skills’ as combinations of static and dynamic components. And it is support for developing and managing the dynamic components that we particularly suggest is under developed in passive approaches to development.

The SDD element provides a new tool for the individual to explore their personal and professional development, pulling together their experiences and learning from the full six element model. The tool supports the researcher in observing, analysing, recognising and reflecting upon their personal and professional development and what is right for them.

The model works to build situational competencies for the individual. In building situational competencies we reject the ‘deficit’ model of common needs analysis professional development approaches taking a more positive and engaging approach. We look for researchers to understand, articulate and be proud of the situational competencies they already have and to look to build on those rather than approaching their development from a perspective of what is missing.

We provide the tools for them to consider the situational competencies they have and those they want to gain, in the context of what they want to achieve, across the wide range of employment opportunities open to them. In ‘teaching’ a development model we also support researchers in being aware and adaptable to employment change going in to the future. The world is not ‘static’. It is increasingly ‘dynamic’. What ‘employability’ means today will be different from tomorrow.

4 A. Introduction and context

The Dynamic Development Model is a a questioning of current pedagogy but in addition, why not consider whether there is a better approach for personal and new approach for personal and professional development anyway? professional development, widely applicable, but here contextualised to the Returning to delivery models weighted toward ‘face to face’ provision, is simply moving more online, really the answer? development of researchers. What if we ‘flip’ things around and place greater emphasis on developing the skills in researchers to develop themselves This guide is aimed at enabling professional development now and in to the future, rather than offering programmes practitioners in taking a Dynamic Development pedagogical of activity targeted at developing each of many specific approach in their work. In the following sections the model is skills such as ‘leadership’ or ‘presentation’ etc.? Any current presented, firstly explaining the background to the emergence skills list will inevitably become outdated. Does our current of the new approach and then in detail the pedagogy itself approach to development prepare researchers for ever with the Static and Dynamic Development theoretical changing alternative futures? concept at its heart, supported by the five other aspects that make up the Dynamic Development Model. We discuss Do our current programmes of activity engender ‘passive’ what this means for practitioners and also provide useful development for the individual? If we ‘flip’ will we encourage resources to aid practitioners in understanding how Dynamic active, sustainable, engagement with personal and professional Development can be implemented. development? Development opportunities are out there for all of us all of the time, beyond a programme of face to face Finally, in presenting this new model we also aim to challenge activity, online activity or any other opportunity a programme current thought and practice in personal and professional might offer. So how do we better ‘tap-in’ to that resource? development, encouraging new ideas and innovations. Attempting to address the many questions raised in this The ‘catalyst’ for a new approach1 introduction is from where the concept described in the following arose. In addition, once a particular context, such The UK has stood out internationally in terms of the as that above, has catalysed thought toward new approaches, investment made by government in the skills development inevitably further questions arise to also challenge the of researchers in what came to be known as the ‘Robert’s’ existing approach: agenda2. Other nations have also had an increasing interest in skills development of researchers notably in Australia3 but • In general as practitioners, how do we support researchers also across Europe signified by the European HR Excellence to reach a depth of personal understanding as an in Research award4, for example. However, in a UK post- individual, in any aspect of provision, particularly in a Roberts era5, funding for provision can appear ‘challenged’ context of having an increasing volume of researchers to in an environment where demand continues. In addition, support? Could our work become increasingly superficial? increasingly, individualised demands for postgraduate researcher personal and professional development from • How do we help people make much more of the funders of research are coupled with institutional strategies development opportunity outside of our scheduled activity? for ever increasing numbers of postgraduate researchers. • How do we nurture or promote lifelong sustainable For practitioners in the field of the personal and professional professional development when people leave and there is development of researchers it is, of course, no bad thing no longer a free institutional development program open to be in an area where there is significant, and it appears, to them? increasing demand. However, many of our institutional or pedagogical practices have traditionally been balanced • How do we enhance existing self-awareness in individuals? toward face to face models of provision which can be relatively resource intensive. Given the context described • How do we enhance observation and situational awareness? above it seems timely to question whether our current models for researcher training and development are realistically • How do we build on the dynamism that exists in an scalable and sustainable. Also, the context may have led to individual already?

1. This section is based upon: Bromley, T., (2017) “From passive to active development; the Static and Dynamic Development (SDD) model”, in Bromley, T. (Ed.), Vitae Occasional Papers Volume 4. A collection of papers from the Vitae Researcher Development International Conference, 12-13 September 2016, Manchester, UK, The Careers Research and Advisory Centre (CRAC) Limited, Cambridge, pp. 15 – 22, available at https://www.vitae.ac.uk/vitae-publications/guides-briefings-and-information/vitae-occasional-papers-2016.pdf (accessed 25th July 2018). 2. Funding for postgraduate and postdoctoral researcher personal and professional followed on from the recommendations of the report of Professor Sir Gareth Roberts to UK Government, ‘SET for success; the supply of people with science, technology, engineering and mathematical skills’, available at http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/d/ robertsreview_introch1.pdf (accessed 30th March 2017). 3. For example as specified in the, “Australian Qualifications Framework: specification for the doctoral degree”, available http://www.aqf.edu.au/wp-content/uploads/2013/05/14AQF_Doctoral-at Degree.pdf (Accessed 30th March 2017) 4. See https://www.vitae.ac.uk/policy/hr-excellence-in-research (accessed 18th May 2017). 5. The ‘Robert’s’ UK government skills funding mechanism ceased in 2011. 5 A. Introduction and context

Passive Development

What? Why? Very long lists of ‘required’ skills:- Someone else’s agenda Daunting? Unrealistic? What? Why? The ‘knowledge economy’ Uninspiring? Employability Research funders say you need it

How?

How? Go to a workshop, ‘receive’ the skill

Figure 1: Posited caricaturisation of the current professional development pedagogical model from the individual participant’s perspective

A challenge to the current model for Further, the language of skills does not sit well within the academic research community within which the researcher development development of researchers is situated. Although researchers go in to a broad range of careers, academia It is proposed that current and long standing practice is still a major stakeholder. For example, in her research in the professional development sector in HE engenders on conceptions of researcher development in the post- passive engagement from participants. The ‘Dynamic Roberts period, Soubes (2017)6 proposed the use of Development’ approach acts to build active, sustainable, the sociological concept of acquiring and accumulating life-long, independence in professional development for “capital” as an alternative to that of skills in supporting the individual. Figure 1, provides a ‘caricaturisation’ researchers to navigate the academic research landscape. of the current professional development model from an We explore ‘capital’7 further in part C of this guide. We individual’s perspective where: also explore further language alternatives as we progress through this practitioner guide. • we tell people, ‘You need transferable skills, soft skills, hard skills, employability skills etc…’ and many other Finally, the current development model we caricaturise ill-defined terms for skills, none of which satisfactorily as passive, has always had an ‘elephant in the corner of encapsulate meaning or understanding or provide an the room’ associated with it namely, you can choose not engaging motivator for participating. to engage with any skills development activity whatsoever and you may well be… absolutely fine. • the skills ‘you need’ are often presented in long lists usually serving little purpose other than to demoralise in That’s a problem for skills development. Or is it? your inadequacy over the superiority of those seemingly with the skills. As lead author of this practitioner guide I come from a distant time when skills terminology (soft/transferable/ • that you actually have skills, doesn’t seem to be readily employability etc.) may well have been in use. However, I acknowledged managed to successfully complete a degree and PhD yet I have no recollection of skills ever being mentioned. Even • the reasons as to why you need these skills seem to be more amazingly, following my PhD, I became employed! anything other than to do with you. ‘It’s for the knowledge And in a good job within the research and development economy’, ‘It’s so you will be globally competitive’ department of a large company. I did this without ever (whether you want to be or not), ‘It’s what employers having any employability skills training. I must be a want’. Etc.. What about what you want!? genius! I think not.

• we will prescribe a programme of activity for you. You So what is the problem here? What I am missing? We will attend and receive those skills from us. You will seem not to need any form of skills training? Agreed? henceforth be cured skilled.

6. Soubes, S., (2017), Postdoctoral researcher development in the sciences: a Bourdieusian analysis, EdD thesis, University of Sheffield, available at http://etheses.whiterose.ac.uk/18296/ (accessed 25th July 2018). 7. The French sociologist Pierre Bourdieu developed a number of key concepts (e.g. capital, habitus, field). Bourdieu, P. (2005). Habitus. In J. Hillier & E. Rooksby (Eds.), Habitus: a sense of place, 2nd ed., Farnham and Burlington: Ashgate pp. 43-53

6 Using my apparent ‘genius’ employability skills, I model of development (that also recognises and supports managed to get another job and returned to the higher development outside of formalised provision) perhaps the education environment where I started to teach. It elephant leaves the room? seemed to go well. Students learnt stuff and exams were passed (generally). It was suggested that I might register Toward a new model for for the Postgraduate Certificate in Learning and Teaching 8 in Higher Education. Not much point since I could clearly development: an ethos already teach, but you got a certificate and that seemed to be the way the profession was going. A bit of work, but The Ethos of the Dynamic Development Model – nonetheless there was also the off chance I suppose I where it comes from, what it means, why we should might learn something. have it in the core of our practice.

Now from the outset it was clear I did know something In the previous sections we have aimed to express the about teaching. I had picked up things along the way. challenges and issues as we see them relating to current What I knew started to be given names and to be put practice in personal and professional development. We now in to theoretical contexts. However, my ignorance and begin to propose our model to address what we have raised. naivety was somewhat exposed. There are libraries full of books on pedagogical research I simply wasn’t aware of, Dynamic development thematically intersects with the leaders in education with challenging innovative ideas I adult learning experience described by Malcolm Knowles never thought of, teaching methods I’d never seen that as ‘andragogy’ the science of adult learning9. Intersecting could inspire the students I’d been working with and themes are contextualised here for professional development. allow me to achieve so much more etc… Knowles initially noted that most adult teaching was based on pedagogy which specifically related to child learning. So, referring back to the ‘elephant in the room’, I could pick up enough to survive and become employed on my This could be a contributory factor to the disconnection own, by my own wit and intelligence. However, I didn’t and condescension described by some researchers when know that gave me only, I’d say in the teaching example, describing their training experiences. Knowles says: ‘… in about 10% of the knowledge, awareness and capability my estimation, the main reason why adult education has not that I could have had. If I multiply all those 90% I was achieved the impact on our civilization of which it is capable missing across communicating with people, managing is that most teachers of adults have only known how to teach people, leadership, mindfulness etc..,etc., how much adults as if they were children.’10 more could I have achieved? Dynamic Development aligns with the stages in Knowles’s Why did nobody point out there may be much I didn’t model of andragogy. He describes four stages in his concept: know? Why did I not think this way? Why did I view (1) adults are ‘self-directing’ and independent; (2) their life something like physics differently i.e. I had no lack of experience becomes a ‘resource for learning’; (3) learning is awareness that I was missing at least 90% of what I increasingly harnessed ‘for the development of social roles’; could know about physics! and, (4) there is immediacy of application, meaning that learning for problem solving takes over from the learning that Why did I not think I might be missing 90% when it comes in the child was more formally devoted to a subject area. This to communicating with people? Where was my awareness? is evident for self-directing researchers whose work revolves Where was my thinking? Where was my challenging? Why around sorting issues that their research questions are was I not taught any sort of model that would illustrate designed to propagate. these things to me, help me be more aware, help me understand and analyse, help me develop? For dynamic development we add to the precepts the proviso that learning for researchers is best delivered when I was still developing outside of any formalised it is allowed to evolve through an informal, collaborative development provision, but the notion of my personal or facilitated process. The method is perhaps Socratic, with professional development wasn’t something I particularly questions jointly formulated and answers shared and recognised, understood, engaged with or built upon. In established until, through this iterative process, a way contemporary times the existence of what we caricaturise forward becomes evident to the participants. The goal can here as a passive development approach, is at least a step either be a plan of action, content for a presentation, text forward for general awareness of personal and professional or practical project. It can be a formula, a philosophical development, but what about engagement? With an active statement or an agreed working method.

8. Lead author of this section: Richard Hinchcliffe 9. Knowles, M., S., Holton III, E. F., Swanson, R (2015), The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, (8th Edition), Routledge, Abingdon, UK. 10. Malcolm S. Knowles (1970), The Modern Practice of Adult Education: From Pedagogy to Andragogy, p. 53. Accessed 12/7/18: https://www.nationalcollege.org.uk/cm-andragogy.pdf

7 By sharing the learning task as a problem to be solved the assessed the dynamic and static issues within the participant’s adult experience permits a more ready grasp context of their learning needs they are then in a much of the significance of the learning because they can see its better position to choose the learning resource, style and application to the problem they have agreed to participate in situation for them. trying to solve. In the case of the self-directed careers related learning Thus, if we are delivering a careers focussed session to enquiry for instance, the individual will discover the researchers it makes sense to pose some research style static factors that may hinder their career ambitions questions that would help researchers apply themselves should they wish to work in HE. Their enquiry may to problems relating to their careers. The key to this well also reveal however, the many situational development is for facilitators to recognise it as ‘process’ competencies they possess that will enable a high and that it is a given for the participant, who as an adult achieving non-academic career alongside the great learner, is assuming the shared responsibility for all variety of employment possibilities. outcomes, eventualities and learning experience. Dynamic Development – the challenge In this involvement in conscious learning, attributes, competencies and behaviours, environmental contexts, of a new ethos constraints and situations are all part of learning discovery. It is, of course, a perpetual process as human Researchers are expected to be independent learners and beings learn all the time. The key, however, is for the with the trend toward online convenience for individual adult learner/researcher to grasp the opportunity in the learning needs there is a revolutionary growth in the self- facilitated environment by becoming a committed partner educated. These two elements combine to create a greater in a knowledge seeking co-operative. expectation of educational independence and the need for researcher development to be conducted within the entirely For the careers related session there would probably different paradigm of andragogical dynamic development. have to be a number of barriers – social, political and psychological - to go through before a proper focus can This requires us to put the learner at the centre of be achieved for researchers in the current HE climate. developmental practice and dispense with the orthodox This is because of the now well-known mismatch between arrangements where deeply embedded pedagogic practice the number of researchers and the number of HE continue to create assumptions in both participant and vacancies. This apparent paradox for some colleagues tutor. These learned behaviours can result in tutors being would be likely to create a degree of alienation which directive and participants being passive or of having a would need to be surmounted before any commitment to fear of the educational setting. As Knowles describes: the learning would be possible. But even adults who overcome this barrier typically However, a key difference with Dynamic Development, enter an educational activity expecting to be treated like when compared to andragogy as described by Knowles, is children, and this expectation is frequently so strong that it does not need a facilitator11 or ‘change agent’ as that adult students often put pressure on their teachers Knowles describes the teacher. It differs from andragogy to behave toward them in this way. Once a teacher puts and bypasses the formal authority structures that beset adult students into a dependant role, however, (s)he is pedagogy by being a tool for individuals to use in the likely to experience a rising resistance and resentment.12 context of their own self-discovery. At the heart of the ethos for dynamic development In a world of increasing online self-help materials, therefore, is the maxim that the participant has books, resources and ‘TED’ style lectures the dynamic autonomy over the means of learning. Given the learned development model presents the individual with a expectations of pedagogical practice however, such second level of autonomy with which to explore their autonomy is not easy to achieve or facilitate. development needs. The learner expects to be taught and the teacher expects Bromley (2017) states: ‘an understanding of dynamic to teach. The dependency of both need to be broken if and static factors characteristic to the individual, dynamic development is to take place and the learner combined with an analysis of the static and dynamic liberated and the teacher turned into facilitator. What factors in a given situation, will aid an individual in the this implies and what it should mean in practice, is that understanding of their own personal and professional facilitator(s) and participant(s) are collaborators who development need.’ Thus when an individual has agree on location, duration and subject of the learning.

11. We are not getting rid of professional development practitioners here! When a researcher uses the model and analyses situations and self, the model includes the ‘External Feedback’ element to make the point that they will need to seek an external voice to ‘test’ their self-analysis. A researcher development practitioner and their practice may well be that external voice. 12. Malcolm S. Knowles (1970), The Modern Practice of Adult Education: From Pedagogy to Andragogy, p. 56. Accessed 12/7/18: https://www.nationalcollege.org.uk/cm-andragogy.pdf

8 When a group assembles through its own free will then and for gaining self-understanding that can be a these conditions are being met. Alternatively, the single life-long reference point that can exist and function student/researcher/individual may choose a mentor to valuably for the individual independently of a training assist in their enquiry. and development practitioner or the training room, a model that helps the individual to develop their own This is now more akin to the supervisor/supervisee personalised thinking on professional development relationship that researchers will be more used to. and what works for them and hence has a long term Secondly, wherever possible, the participant(s) devise, sustainability. However, to achieve sustainability, the or at the very least are in agreement with, the method theoretical concept needs also to be supported by a by which the professional development process is number of enabling aspects: undertaken. Thirdly, the tutor is key to ensuring that the participant(s) follow the dynamic development route – 1. A development recording system. Firstly, the system needs the learned behaviours mentioned above can invariably to work for the individual. It may well be very simple and impinge on the process. does not have to be, for example, an extended reflective log, unless of course that is the individual’s preference. Fourthly, It is important that the tutor avoids instruction – Whatever, it must be the individual’s choice. In terms guiding is the operative term – and a pathway is achieved of understanding individual development, some way of through the answers to the tutor’s or fellow participant’s recording an individual’s development, thinking, and questions. This is a Socratic method where tutor and analysis is needed, such that they can see progression. participants seek through question and answer a means to discover the subject and sequentially establish a way 2. External feedback is needed: Developing the ability to ask forward for group activity, output and a satisfying learning for and listen to critique, to be honest with ourselves, to experience. This is not tutor asking the questions and the accept praise, to have reference points for what is a high learner answering them it is a combined method of discovery. level of ability in an area and how that compares with us. Without an external reference point an individual may well Dynamic Development Principles: be over critical or over confident. How do any of us know how good we are? • The researcher has autonomy over the means of learning 3. People need to go out and discover and explore. If • Researchers engage of their own free will someone is going to actively develop they need to participate, they need to take control, they need drive • Researchers devise or agree with the tutor, the method to get out there and look. Without drive development and process by which professional development will occur won’t prosper. A workshop is only one small fraction of the opportunities out there to further professional • The tutor does not direct or instruct but acts as a guide development. There needs to be motivation, to explore all assisting learners to gain the most from the resources at the development opportunities there are. their disposal 4. People need to develop situational awareness contextualised for themselves. If we can gain In practice, from ethos to new approach understanding of situations particularly before jumping ‘head first’ in to them, with self-awareness we may be Reflecting on the discussion so far and to summarise, able to be better prepared for how we will respond to a number of aspects become emergent in thinking of a situation and how we can best manage, develop and how to move from a passive to an active approach for grow in that situation. We may learn what we are best development and in doing so, to begin to address the at and what is best left for others. We may make better many questions we have raised. choices for ourselves.

An underpinning theoretical concept of development 5. Finally, we need to support people to develop their that inherently engenders active engagement in dispositional awareness. Who am I? What do I value? What development for the individual is needed, a concept motivates me? What do I like? What don’t I like? What do I that provides greater understanding of skills than enjoy? What do I find easy? What do I find difficult? previous attempts and provides a meaningful language alternative to common parlance (the afore critiqued And most importantly of all, as we have said, the soft skills, employability skills etc.), a concept that individual needs to be at the centre of their development. provides a framework for self-analysis, self-awareness

9 A. Introduction and context

The Dynamic You Changing, curious, exploratory, aware, critical, progressing, achieving, failing, performing, learning, strategic, chaotic, organised, processing, being

Dispositional Experience Awareness Recording System Analysis: The static and dynamic development

You Situation (Static) (Static)

You Situation (Dynamic) (Dynamic) Theoretical Concept Situational External Feedback Awareness

Discovering and Exploring

Situational Competence

Figure 2: The Dynamic Development Model in diagrammatic form.

Figure 2 encapsulates the bullet points above and • The tutor does not direct or instruct but acts as a guide presents the ‘Dynamic Development Model’ in assisting learners to gain the most from the resources at diagrammatic form. their disposal

What does this mean for practitioners? As a practitioner we can still present information, but we need to present breadth, to expose ideas to participants At a basic level, it is proposed that our role as such that they find their own route through. practitioners in professional development, is to ‘teach’ the Dynamic Development Model and endeavour to For example, in working with personal awareness we might ‘activate’ the six areas in the individual to ultimately be provide detail about one type-indicator tool, but we make self-sustaining framed by the principles covered in the participants aware of the multitude of approaches, and ‘ethos’ discussion earlier… ideas that exist and the differing perspectives on those approaches and ideas. • The researcher has autonomy over the means of learning Facilitation becomes one of knowledge, consultation, • Researchers engage of their own free will challenge, support and guidance. We would of course encourage practitioners to also consider their own • Researchers devise or agree with the tutor, the method personal and professional development using the and process by which professional development will occur Dynamic Development Model we describe.

10 B. The Dynamic Development Model explained

We now consider in some detail each of the six areas Introduction (Figure 2) that constitute the Dynamic Development Model: The Static and Dynamic Development (SDD) theoretical • The static and dynamic development theoretical concept sits at the heart of the Dynamic Development concept. This the theoretical concept which sits at the Model, mutually supported by the five other components ‘heart’ of the model of the model detailed in the sections that follow.

• Experience recording system Here we intend to provide a concept for professional development that in itself engenders pro-activity. The • External feedback concept acts as a tool that people can use to help them analyse, understand and support their self-awareness, • Discovering and exploring situational awareness and understanding of self in a given situation. It is hoped that this will act to provide • Situational awareness sustainability for professional development in the long term as an individual can refer back to the model at any • Dispositional awareness time and reflect on their development.

We also propose example activities in each area. It is also a key new pedagogical aspect for personal and However, this is just a start. It is over to you as a professional development. In previous pedagogies an practitioner and in the ethos of dynamic development, explanatory professional development model has not been what do you have in your knowledge and experience that ‘taught’, rather individualised skills are taught without an you think will work? underpinning, explanatory model to pull things together for the individual. The concept and its theoretical It is hoped that the Dynamic Development Model will underpinning are outlined below. prove useful and that practitioners will contribute further ideas and innovations to further editions of this guide. Situational competence: an alternative to ‘Skill’

The static and dynamic development Firstly arising from the underpinning, we suggest key theoretical concept points of language as offer of alternative to ‘soft, ‘hard’, ‘transferable’ etc… We hope this will initiate your thinking as we explain our thinking in this section.

Analysis: The static Definitions: and dynamic development • Managing the dynamic and static components of a Dispositional Situational situation and within you, to a successful outcome, Analysis Analysis demonstrates situational competence. You Situation (Static) (Static) • A dynamic component has a sense of momentum in a situation or in you.

• A static component has a sense of no change, stability You Situation and consistency in a situation or in you. (Dynamic) (Dynamic)

Theoretical Concept

lifelong learning, knowledge, instrument, tool, device, implement, vehicle, dashboard,

Introducing the ‘Static and Dynamic’ professional development theoretical model

11 Theoretical underpinning: The Static and There may well be different contexts and there may 13 be change in the context but the context is inherently Dynamic theoretical concept more predictable. For the training and development professional a training room ‘context’ will likely have The theoretical thinking behind the SDD concept emerged common static features such as a data projector, white from previous work evaluating the impact of researcher boards, chairs and tables etc. However, more dynamic, is 14 training and development activity . In deriving the the unknown of how any group of people will progress in evaluation methodology, the work of Pawson and Tilley their learning within that particular training room context. on realistic evaluation15 and the work of Kirkpatrick and 16 Kirkpatrick on evaluating training and development, was An outcome of the above thinking is that there might drawn upon and developed in to the UK sector evaluation be value, in respect of the development of people, 17 methodology for researcher development . in considering what might be ‘static’ and ‘dynamic’ characteristics of the individual, what might be ‘static’ A theoretical perspective was also presented by and ‘dynamic’ characteristics of a situation and how the author at the 2015 Researcher Education and those individual (dispositional20) and situational Development Scholarship (REDS) Conference, ‘In theory ‘dynamic’ and ‘static’ components might interplay. 18 – A realist approach to the development of researchers’ . This is the theoretical underpinning of the SDD model. In hindsight, the REDS paper was a pre-cursor paper to the SDD concept.

Realist evaluation considers what are termed C-M-O relationships; namely the consideration of and relationship between a ‘Context’, a ‘Mechanism’ that acts, and the related ‘Outcome’ emergent from the action of that ‘Mechanism’ in that particular ‘Context’.

Kirkpatrick provides, what might be termed, a ‘logic diagram’ for the learning and development of an individual suggesting steps in an individual’s response to a training and development activity as; reaction; learning; behavioural change; outcome.

Bringing the idea of realist evaluation together with the proposal of Kirkpatrick might suggest that, there is a learning ‘context’ in which Kirkpatrick’s learning ‘logic diagram’ acts within the individual as a learning and development ‘mechanism’ that leads to an ‘outcome’. This combining of the ideas of Realist Evaluation and Kirkpatrick has been published in more detail elsewhere [Bromley 2009]19.

If the Kirkpatrick logic diagram is considered as a learning and development mechanism, then it is proposed that, inherently, ‘mechanism’ has a sense of dynamism as does learning and development in the individual. Mechanism is not static, it has a sense of self momentum. Mechanism is dynamic. Secondly, it is proposed that context has a sense of being static.

13. This section is an adapted extract from: Bromley, T., (2017) “From passive to active development; the Static and Dynamic Development (SDD) model”, in Bromley, T. (Ed.), Vitae Occasional Papers Volume 4. A collection of papers from the Vitae Researcher Development International Conference, 12-13 September 2016, Manchester, UK The Careers Research and Advisory Centre (CRAC) Limited, Cambridge, pp. 15 – 22. https://www.vitae.ac.uk/vitae-publications/guides-briefings-and-information/vitae-occasional-papers-2016.pdf (Accessed 25th July 2018) 14. Bromley, T. (2012), “Impact Framework 2012: Revisiting the Rugby Team Impact Framework,” available at https://www.vitae.ac.uk/vitae-publications/reports/ieg-report-2012.pdf/view (accessed 30th March 2017). 15. Pawson, R., and Tilley, N. (1997), Realistic Evaluation, SAGE Publications, London. 16. Kirkpatrick, D. L., and Kirkpatrick, J. D. (2006), Evaluating Training Programmes, Third Edition, Berrett-Koehler Publishers Inc., San Francisco. 17. Bromley, T., Metcalfe, J and Park, C. (2008), “The Rugby Team Impact Framework” available at http://www.sddu.leeds.ac.uk/wp-content/uploads/2016/02/Rugby-Impact-Framework2008.pdf (Accessed 30th March 2017). 18. The presentation is downloadable from the conference website https://www.sheffield.ac.uk/ris/ecr/events/reds2015 (accessed 28th March 2017). 19. Bromley, T. (2009), Evaluating Training and Development Programmes for Postgraduate and Newer Researchers Society for Research into Higher Education series Issues in Postgraduate Education: Management, Teaching and Supervision. London, available at http://www.srhe.ac.uk/publications/guides_on_postgraduate_issues.asp (accessed 25th July 2018). 20. The word ‘disposition’ is commonly used in psychology fields whereas ‘personal’ is commonly used in professional development fields. We use the word ‘disposition’ as we believe it is better defined and as such more accurately describes our conception than the word ‘personal’ in this context. 12 A static component has a sense of no change, stability and consistency, in a situation or in you. Situational Dispositional Analysis Analysis Situation (Static) You (Static)

Situational Dispositional Analysis Analysis Situation You (Dynamic) A dynamic component has a sense (Dynamic) of momentum, in a situation or in you

Figure 3: The Game Board: A diagramatic representation of the SDD model.

Figure 3 provides a diagrammatic representation of Regardless of any situation, any of the attributes listed the SDD Model which we have come to describe as the in table 1 might, in general, be static or, in general, be ‘Game Board’. The Game Board acts as a tool to provide dynamic. It is a static factor that ‘I like to learn’ however a visualisation of an individual’s dispositional and on a particular day for a specific situation, ‘I need to situational analysis of a given situation. learn’ might become a driver (dynamic) of behaviour.

Firstly considering the individual and to begin a dispositional There might well also be, for example, personal values analysis, a number of approaches could be considered. that generally act as drivers. For more simple terms ‘I like a plan’ may be a static, but when the individual is For illustrative simplicity, Table 1 lists the outcome of a placed in a perceived chaotic situation ‘I like a plan’ may Myers Briggs Type Indicator21, 22 and Strengths Finder23 become the driver (dynamic) ‘I need a plan’. analysis of the author. What we have described in this paragraph is dispositional Myers Briggs awareness for the individual. We now need to build on Strengthfinder Type Indicator dispositional awareness toward dispositional analysis for a given situation. Futuristic; Learner; Introvert; Intuitive; Developer; Strategic; Feeling; Judging Learner

Table 1: The MBTI and Strengths Finder attributes of the author.

21. See http://www.myersbriggs.org (accessed 25th July 2018). 22. We have used MBTI here for illustration as it is a widely used technique across the personal and professional development area with reference to disposition and will, as such, be recognisable to practitioners. However we do acknowledge the critique of such techniques. Which is something for practitioners to consider. MBTI is not part of the Dynamic Development Model and need not be used. 23. See https://www.gallupstrengthscenter.com/home/en-us (accessed 25th July 2018). 13 Dispositional Analysis Situational Analysis

You Conference Situation (Static) Presentation (Static)

Knowledge Strategic Location Feeling A plan Slides Research idea Introverted Preparation

Need to achieve Q&A Audience

Confidence Schedule

You Situation (Dynamic) Are there factors that dominate (Dynamic) in the given situation?

Figure 4: A dispositional and situational analysis diagramatic representation using the Game Board for the situation of: conference presentation.

In Figure 4, we introduce a situation and start using the In the situational analysis, aspects of conference Game Board to analyse the situation for the individual. presentation seen as consistent and non-changing during presentation (static) were: PowerPoint slides, the The right hand side of Figure 4 proposes a situational location, preparation and practice of the presentation done analysis of a conference presentation considering what beforehand, the research ideas expressed in the slides, might be important static and dynamic factors. the subject knowledge inherent in the individual. Seen as The left hand side considers which dispositional factors situationally dynamic were: the audience, the question and (from Table 1) may be most relevant for the conference answer session, and the schedule of the presentation (e.g. presentation situation. Remember this is an illustration overuns of other presenters). from the individuals perspective (i.e. in this example, the author). Were you to do your own analysis, you may well Finally, highlighted in red in Figure 4, is part of the construct Figure 4 differently. That is important as it is you analysis of the conference situation for the individual that is at the centre of the dynamic development approach. proposing factors that might dominate for that individual in the particular situation. That there is an audience By way of analysis, dispositional factors ‘Strategic’, plays against the introverted disposition and also that ‘Feeling’ and ‘Introverted’ were selected as important the audience is dynamic and hence changing, potentially statics for presenting. And in addition the preference for unpredictably, also challenges the ‘need a plan’. there being a plan. ‘Achieving’ was seen here as a dynamic The audience aren’t ‘planned’ and adhering to a script. driver and expressed as a ‘need to achieve’. Also newly However, the ‘need to achieve’ driver can help overcome introduced was ‘confidence’, recognising that confidence both the static dispositional aspects. There is a drive to do varied and was dynamic for the author in the situation a succesful presentation to get new ideas across. ‘conference presentation’.

14 So to re-cap, an hypothesis of the Static and Dynamic The following extract comes from a paper by McAlpine24 Development model is that an understanding of dynamic who studied early career researchers transitioning in their and static factors characteristic to the individual roles, ‘Becoming a PI25: From doing to managing research’. (disposition), combined with an analysis of the static and dynamic factors in a given situation, will aid an individual ‘Thus, though getting the grant was a positive experience, in understanding themselves in the given situation. The individuals found themselves dealing with new challenges understanding will support them in recognising what (not doing ‘what I thought I would be doing’ (Juliet)) which they may need to do in terms of their own personal and many characterized as a shift in perspective from ‘doing’ to professional development with reference to the situation. ‘managing’ research – ‘become a manager’ (Sam).

The potential of the Static and All but Romeo and Will described a range of responsibilities they had to take on that they were not prepared for: Dynamic development concept managing the grant (Jerry), dealing with people (e.g. Frances, Fiona), managing the team (e.g. Pedro, Fabien, It becomes apparent that in considering the idea of ‘static’ Jerry), line managing individuals (e.g. Laura, Cathy) as well and ‘dynamic’ components with reference to development, as setting priorities amongst tasks (e.g. Mike), negotiating an alternative language to skills emerges as defined earlier the ‘political’ environment (e.g. Fabien), developing a in the section, ‘situational competence’. management style (e.g. Greg, Geoff, Victor), getting people to do things they don’t want to do (e.g. Dan).’ In analysing the situation of presenting in Figure 4, the SDD approach in effect dissects and therefore expresses in [Source: McAlpine 2016] more depth the presenting situation from the perspective of a specific individual (the author). The application of If the McAlpine quote is considered from a ‘static’ and static and dynamic concept provides a much more ‘live’, ‘dynamic’ personal and professional development framing ‘three dimensional’ and individually relevant expression of then it appears that the transition is one of working with presenting than is achievable in comparion to presenting and familiarity of ‘static components’ (paragraph 1) to simply appearing on a listing of skills you need to have and having to successfully learn how to work with dynamic more easily supports an individual to place themselves in components (paragraph 2). the situation of presenting. Table 2: expresses this notion of ‘Static’ and ‘Dynamic’ further. This SDD concept should support better, and more practical, understanding of a situation and self-analysis Static components Dynamic components of development. It may well also be supportive in development terms in that it is unlikely that any individual Preparing presentation slides Managing an audience lacks ability in all the different static and dynamic components of presenting identified. The expression of Project planning Managing a project other situations in static and dynamic terms by those expert in the situation may also provide a valuable resource for learning. As individuals dissect situations Writing a business plan Running a business start up for themselves in these terms they will, additionally, build Writing a funding Managing a funded project a personal resource of various situational perspectives, application presented in their own terms, to reflect upon. Writing interview questions Interviewing Expressing situations in static and dynamic terms suggests Writing a review of situations are a composite of many components. There Managing people may well be commonality between static and dynamic management theories components in different situations. For example, an Being able to understand Being able to teach accomplished presenter can manage an audience (dynamic) as can an accomplished teacher; ‘managing an audience’ being common to both situations. Rather Table 2: An illustration of ‘static’ or ‘dynamic’ framing. than the notion that skills are transferable it might be better to understand that mastery of a static or a dynamic component of one situation may have commonality with another situation.

24. McAlpine, L. (2016), “Becoming a PI: From ‘doing’ to ‘managing’ research”, Teaching in Higher Education, Vol. 21 No. 1, pp. 49-63. 25. PI – The ‘Principal Investigator’ on a research project.

15 So two questions to ponder in respect of ‘static’ and Experience recording system26 ‘dynamic’ might be:-

1. Do higher education institutions traditionally engender development of ‘Static components’? Hence they don’t engender development of the full set of components (static and dynamic) of a situation. Experience Recording 2. Do employers actually want understanding and competence in managing the ‘static’ and ‘dynamic System (ER) components’ i.e. situational competence?

Activities

Activity 1 Getting participants to trial the model: - self Online tools, LinkedIn, Personal Portfolio, HEAR, memory, trauma, diary, PDR, recollection, personal journal, blog. The later section in this guide provides more depth on development of dispositional awareness. A greater In this section, we raise key points for the practitioner to depth of awareness will make the model more useful. consider in respect of designing support related to recording However in trialling the model and how it might work for systems in the Dynamic Development context. a participant, as a starting point, provide a blank copy of the Game Board (Figure 3) and, with the ‘static’ and The biggest challenges is to find a suite of recording systems ‘dynamic’ definitions in mind, ask what participants see as which will work for your participants, for their consideration being characteristic of themselves. The example of Table on a case by case basis. The system they use is their choice. 1 and Figure 4 can be used to illustrate, but allowing You may also need to consider support for researchers in participants to simply discuss their ideas without being overcoming the inertia of starting something new where initially exposed to an example can be better. technology is concerned!

Activity 2 Getting participants to trial the model: - situation Some may feel that pen and paper is quick, simple, works adequately well, and will not break down. So, they may wish Get participants to unpick situations in terms of statics and to focus on trailing pen and paper approaches. dynamics. The examples in part D of this guide can be used to illustrate the concept. It’s important that it is made clear Some may feel that the best experiential recording system that there are no wrong answers. Dynamic development is their own memory because they are tuned into a learning puts you at the centre of your development. How you see a model which develops muscle memory: a critical incident situation is important for how you develop in that situation. can reveal a weakness making an individual feel ‘consciously If one participant sees something as dynamic for them but incompetent’, they learn by going through a ‘consciously another feels it is static that is fine, as we are all different. competent’ stage to arrive at an ‘unconsciously competence’ Discussion of why the two participants see things differently stage. Then, something may create another critical incident can also help them understand both themselves and each during their practice and initiate another learning cycle. The other better in the given situation. classic examples here are learning to drive a car or possibly reacting to classroom dynamics to learn by doing. So, they Activity 3 Analysis may wish to focus on critical questions.

With activity 1 and 2 completed the opportunity is there for If researchers focus on electronic systems, these systems participants to start an analysis of what they have explored. need to be decided on a case by case basis because they 27 Given how they have characterised themselves and how need to be personalised as Beetham et al describe so the they have unpicked the static and dynamic components of a user can own and manage their learning. Also, researchers situation how do they see themselves in the situation? Does may wish to tailor their learning further to involve their 28 their analysis lead to developmental ideas? community of practice which Lave and Wenger generally promote. So, your researchers may need your support to collectively trial, adapt to, and embed a whole range of ‘new’ electronic systems.

26. Lead author of this section Mark Proctor 27. Beetham, H., McGill, L. and Littlejohn, A. (2009), “Thriving in the 21st century: Learning literacies for the digital age (LLiDA project): Executive Summary, Conclusions and recommendations”, available at http://oro.open.ac.uk/52237/1/llidaexecsumjune2009.pdf (accessed 25th July 2018). 28. Lave, J. & Wenger, E. (1991), Situated learning: Legitimate peripheral participation, Cambridge University Press, Cambridge, UK. 29. Paas, F., Renkl, A. and Sweller, J. (2003), “Cognitive Load Theory and Instructional Design: Recent Developments”, Educational Psychologist, Vol. 38 No. 1, pp. 1–4. 16 These ‘new’ electronic systems can require a great deal External feedback of effort to learn. Paas et al.29 suggest this can lead to feelings of being overwhelmed if a researcher’s cognitive load is overwhelmed by trying to learn too much at once. So, researchers may benefit from small and separate activities on these electronic systems.

Furthermore, there is a need to include support for different External recording systems for reflective and reflexive evaluations because, as Bleakley30 described, they are different: Feedback (EF) Reflective evaluations are for examining why something happened whilst reflexive evaluations are for developing self- awareness. So, researchers may also benefit from separate activities for each type of evaluation.

Thus: External voices: Sources of wisdom, coaching, supervision, friendship, collegiality, feedback, 360° appraisal, assessment, • to consider why something happened and the motivation, peer pressure, antipathy, admiration consequences, we advise the use of easy to understand critical reflective analysis frameworks with pen and paper ‘How might you gain feedback that you value first. Then substitute or augment these approaches using and trust in a safe way?’ electronic systems. For Dynamic Development to be a self-sustaining developmental model, it has to be applicable and • to consider how core values, beliefs and culture impact effective for researchers without the need for a structured on decision making and behaviours, we advise the use professional development programme or access to of more immersive critically reflexive approaches with researcher development practitioners. pen and paper first. Then, modify and redefine these approaches using more creative electronic systems. In a researcher’s future employment they may not have access to a development programme. Therefore, the model Activities needs to be able to standalone to support researchers in their development across all their potential experiences and For further details with respect to these two activities refer not just those contained within, for example, a designated to the ‘Facilitation of Experience Recording: using different three hour development activity. E-systems’ section of this guide. To support their development potential across all experiences, Activity 1: utilising e-systems researchers currently use: researchers need to become comfortable in soliciting feedback, listening to it, reflecting upon it and using it. Consider how researchers can ‘hijack’ the electronic Feedback might come from a friend, colleague, mentor, etc.. systems they currently use to apply to experience recording. As practitioners think about how you can support researchers The SAMR model (Ruben Puentedura)31 is a simple to in seeking and being comfortable in receiving feedback. understand framework which has been used to evaluate mobile learning technologies in other teaching contexts and The ideas of coaching and mentoring can be introduced. is useful for this context 32 as well. Where there are structured programmes of coaching and mentoring these can be highlighted but, even where Activity 2: utilising additional e-systems, the they don’t exist, understanding coaching and mentoring Padagogy Wheel: concepts can help researchers seek aspects of these concepts in informal relationships. This second activity will cement what the researchers have learnt from the first activity, in exploring the use of their current e-systems for experience recording, and offer them further options for using different electronic experience recording systems. The idea here is to explore the Padagogy Wheel33 with your researchers, Figure 10.

30. Bleakley, A. (1999), “From Reflective Practice to Holistic Reflexivity”, Studies in Higher Education, Vol. 24 No. 3, pp. 315–330. 31. Common Sense Education (2014) Ruben Puentedura on Applying the SAMR Model, available at: https://www.youtube.com/watch?v=W6j8soDYoaw (accessed 21 June 2018) 32. Romrell, D., Kidder, L. C. and Wood, E. (2014), “The SAMR model as a framework for evaluating mLearning”, Journal of Asynchronous Learning Networks, Vol. 18 No. 2, pp. 1–15. 33. Carrington, A. (2016), “The Padagogy Wheel English V5”, available at https://designingoutcomes.com/english-speaking-world-v5-0/. (accessed 21 June 2018)

17 Activities To understand what you could do, what you could achieve, There are a wide range of activities that could be introduced you need exposure to possibility. An active individual will seek here. As a starting point: opportunity. We can’t force people to be active or motivated in their development. But we can give them opportunity Activity 1: (although we concede they may choose not to take it).

Developing interpersonal awareness: key aspects The style of a programme of professional development activity would be activity relating to developing listening skills, in a dynamic development framing should shift its balance observing skills, questioning skills, body language, reflection toward providing opportunity for development rather than and the giving and receiving of feedback. a balance toward traditional formal workshop activity. This is covered further in part D of this guide in the section ‘A Activity 2: dynamic development programme framing’. As a practitioner what opportunities are their within your Development relating to giving effective presentations can programmes of activity for researchers to ‘discover and introduce the giving and receiving of feedback. Encouraging explore’? Outside of the activity you offer, how do you researchers to video themselves presenting, and then working support researchers to ‘discover and explore’ the range of through objective, self-assessment can develop capability in opportunities they will all have around them in their own giving feedback. contexts and related contexts? A next stage can be for participants in a workshop setting to offer feedback to one another in respect of presenting, Activities in a safe environment. In this way ‘presentation’ is used as a vehicle for developing ideas in the giving and receiving of Activity 1: feedback, with a view to the same developmental approach being applied to other situations. Ask participants to speak with somebody they know well, about a situational competence that the participant believes Activity 3: the person is better at than they are. ‘Interview’ the person about what they do, why they do it, what their perspective Introduce researchers to concepts of mentoring and coaching. is, what they think are key parts of being successful in the situation. Get participants to reflect on what they find out in respect of how it might help them improve. Discovering and exploring Activity 2:

Look at the ‘opportunities’ outside of workshops that are in your programmes of activity and see if you can build them further. Perhaps the opportunity for public engagement, the opportunity to organise or apply for funding etc. However, DIscovering and you do not have to lay out all these opportunities for people, you need to encourage them to seek them out in their own Exploring (DE) contexts and learn and develop.

Activity 3:

Ask researchers to explore employment opportunities and to consider the situational competencies they have in relation Seeking, resource investigating, checking out, stumbling upon, to those asked for in a respective job description. Ask curiosity interest, inquisitiveness, adventure, monitoring, debating researchers how their capital fits with the job description. Ask how they might develop further situational competencies to We believe that development will occur anyway, even increase their capital. (For a discussion of ‘capital’ see part C where an individual is not consciously engaged or active in ‘Understanding and building potential futures’.) their development. However, we propose that the pace of development will vary.

18 Situational awareness situations and then to discuss their characterisation with others. The views are likely to differ; this can support further understanding of both the situation characterised by the respective individual and develop understanding as to how people see things differently. Look to social science research colleagues to introduce observation ideas.

Situational Dispositional awareness Awareness (SA)

Seeing, understanding, analysing, interpreting, Dispositional checking, experimenting, reflecting Awareness (DA) Alongside dispositional awareness, developing an increasing understanding of situations from the individual’s perspective is crucial to the success of the dynamic development model. This is in two parts; how does the researcher ‘characterise’ or ‘perceive’ a given situation and how do they see themselves in that situation? Internal voices: goals, feelings, ambitions, needs, desires, self-discipline, responsibility, beliefs, motivations, confidence, insecurity, behaviours, attributes Use of the SDD model supports development of situational awareness. The activities described in the SDD section earlier Looking outside: Needs of others, employers, teams, colleagues, can be used alongside the example situations expressed economy, institutions, governments, community, empathising, in static and dynamic terms provided in part D of this fearing, politics, philosophy, belief systems, interpreting, evaluating guide. Make available the section B explanation ‘The static and dynamic development theoretical concept’ such that Alongside situational awareness, developing an increasing the theoretical basis of the idea can be understood and understanding of your disposition is crucial to the success of discussed. There is also opportunity to draw from the wealth the dynamic development model. There are many ways that of methodological experience particularly from the social this can be done. Utilising the Static and Dynamic concept sciences in the observation of situations. and the associated activities discussed earlier in this guide will in themselves support development of dispositional awareness. More simply, common forms that we use as practitioners to help our participants, for example, to give feedback on As well as using the activities with a group the SDD Game presentations can support analysis of situations. Encourage Board blank (Figure 3) can be an effective coaching tool participants to think about observing situations in dynamic and used on a one-to-one basis. The tool helps the coachee static terms. So a key question to think about as a practitioner, consider situations in more depth, which can lead to better is ‘how do I support researchers in building an increasing conversations about respective situations and how the understanding of situations from their perspective?’ coachee sees themselves in those situations. We would also encourage a broad exposure to the range of techniques and Activities ideas commonly used to support learning about disposition. Specific techniques might be introduced in dedicated As we said above, we would encourage the use of the sessions for that one technique, but participants should activities discussed in ‘The static and dynamic development be aware of the range of ideas and have opportunity to find theoretical concept’ section of part B in conjunction with what works for them. They should also be made aware of any the ‘Examples of situations expressed in static and dynamic qualifiers and critique of the various ideas to support them in components’ section of part D of this guide. Use group making their own judgements about what will work for them. exercises to observe a set of situations using video. What is happening?; What are people thinking?; analyse; debate. Get researchers to work independently in characterising

19 As practitioners we usually have familiarity with numerous professional development and familiarity with new, ideas. Common ideas include Myers-Briggs Type Indicators appropriate ideas, emergent from such areas as the (MBTI), Belbin team roles, Neuro-Linguistic Programming psychology academic community. And we should seek out (NLP), strengths-finder, 360 degree analysis, etc. However, evidence based ideas and practice. we would caution that practitioners should ensure that they are providing the most current ideas and perspectives. The Activities professional development community can long hold on to ideas that have moved on within the communities (only As we said in the previous situational awareness section, we sometimes academic) from which they developed. would encourage the use of the activities discussed in the SDD section. We would also encourage exposure to one or MBTI and NLP for example, in particular, are often more of the common ideas used to explore disposition in critiqued ideas. Participants should be made aware of detail, with that qualifier of exposure to breadth of ideas and the critique. We should also seek to maintain our own the critique of the ideas.

C. Understanding and building potential futures: from situational competence to capital34

As we said from the beginning, the dynamic development research environment. The transition of researchers in model aims to support autonomous, sustainable the fields of doctoral and postdoctoral research can be development. Through the use of the model, researchers aim understood as a process whereby different types of capital are to build situational competence. But how does the researcher acquired and accumulated. Capital represents what is valued understand the full potential of the set of situational in the social space in question. competencies that they continue to grow? How can they understand the careers that can open up for them? In the field of research, 3 types of capital can be identified:

Here we consider how to look at an individual’s situational • Scientific or research capital competencies as a portfolio, and how that can support • Academic capital the individual in understanding their potential future • Social capital employment opportunities. We do this by introducing the concept of ‘capital’. In her research on conceptions Scientific or research capital: of researcher development in the post-Roberts period, relates to research and its forms of recognition, such as papers Soubes (2017)35 proposed the use of the sociological and grants, but also approaches to developing scientific concept of ‘capital’ in supporting researchers to navigate knowledge and expertise. While it may be considered as the the academic research landscape. The French sociologist most valued form of capital in the research environment, Pierre Bourdieu developed a number of key concepts (e.g. practices that mediate its accumulation may vary. capital, habitus, field) which have been used by higher education scholars (Soubes, 2017) and have shown to Academic capital: be extremely useful in understanding mechanisms of relates to knowledge about how to do things in academia, academic reproduction. Academic reproduction represents such as knowing about funders, writing applications, or the mechanisms by which researchers come to know how engagement in activities beyond the restricted focus of to behave, how to act, how to be academics. the principal investigator/ research supervisor’s research project. It includes activities considered peripheral, such This relates to the concept of habitus: “a system of as teaching or public engagement. dispositions, that is of permanent manners of being, seeing, acting and thinking, or a system of long-lasting (rather than Social capital: permanent) schemes or schemata or structures of perception, relates to connection to a broad network that brings 36 conception and action.” (Bourdieu, 2005) . Learning substantial symbolic capital. to inhabit academia is linked to educational and family background as well as research socialization. Researchers Now we apply this concept more broadly, reflecting the are socialized to academic life through their undergraduate range of careers open to researchers. Regardless of the studies and the influence of their PhD supervisors and career move, even be it within academia from postgraduate

20 research through to academic37, there are transitions along A certain volume/ configuration is likely to make transition the way. Similarly in accessing the full choice of careers towards fellowships/ lectureship more likely than others; while open to researchers, there are transitions to negotiate. We other volume/ configurations of capital may facilitate easier can restate our earlier sentence more broadly, ‘The transition transition towards particular non- academic professional of researchers can be understood as a process whereby environments. Researcher developers can support doctoral different types of capital are acquired and accumulated. students and research staff navigate their professional Capital represents what is valued in the social space in development needs by highlighting the critical role a balanced question.’ And we can reframe and add to our previous capital configuration may play in the ability to navigate expression of capital as follows: assertively their field of research and potential future careers. The challenge for researchers is to develop a balanced volume/ Expertise capital: configuration of capital that not only allows them to be well relates to research and other approaches to developing positioned in the field of research (if they wish to undertake an knowledge and expertise. And also to the knowledge and academic career), yet at the same time does not undermine expertise that is developed. their positioning within other professional fields. The notion of balanced configuration is critical to facilitate ease in transition. Operational capital: A researcher with an unbalanced configuration may find their relates to knowledge about how to do things in a particular career transitions more challenging. field which we sub divide into: Table 3 (on page 22) proposes a range of situational • Academic field: such as knowing about funders, competencies that be might developed as a researcher, writing applications, or engagement in activities mapped into one of the three categories of capital we beyond the restricted focus of the principal investigator/ presented earlier: expertise, operational and social. In research supervisor’s research project. It includes considering this list, also look at the balance for academic and activities considered peripheral, such as teaching or non-academic fields. Thinking of situational competencies public engagement. in a capital context provides another perspective in which to consider the static and dynamic components of respective • Non-academic field: As we are all starting here from the situational competencies; which components are only relevant academic field we create this rather large category of to a specific academic field?; which components are broadly ‘non-academic’ as the alternative, for illustration. As an non-field specific i.e. they would be relevant in a range of fields individual, if there is a specific field you would like to inside or outside of academia? You may also find that an entire transition in to you can do a more focused analysis of that situational competency is non-field specific rather than just specific field. The field might be (as examples) the charity respective individual components. sector; financial sector; industrial sector, healthcare, etc. Job descriptions are commonly expressed in competencies. Social capital: How does a given job description map against the capital relates to connection to a broad network that brings substantial categories? For the researcher, through building their symbolic capital, which, as above, we sub divide into: situational competencies, how much capital have they developed in each of the areas? What career options does • Academic field their current capital offer them? Be clear that Table 3 is only • Non-academic field one illustration and a researcher’s personal table may well be different. Indeed, a researcher may not preference the These different forms of capital can be gained during construction of any table at all! After all - we did critique doctoral and postdoctoral periods through building situational long lists in our opening challenge to current professional competencies in each of the three areas of capital (Table 3). development practice in this guide, (although in this case However, the volumes and overall configuration of capital the list would be the researcher’s). researchers gain play a role in how researchers are able to navigate both their current field of research and beyond. Regardless of a list, we would encourage researchers to at The shape of researchers’ capital represents a form of least think about their range of situational competencies, what power; it contributes to positioning them in different capital that provides, and what employment opportunities transition zones in their professional environment. Volumes their capital opens up. Particularly consider capital in terms and configurations of capital will contribute to the types of non-academic fields. For a researcher, if provided with a of transitions researchers feel able to undertake in their blank table 3, what could they put in each column? Equally, as professional lives. The logic (the type of capital valued) of a practitioner, what development opportunities (capital) does different professional fields varies greatly. your programme offer mapped against each column?

34. Lead author of this section: Sandrine Soubes 35. Soubes, S., (2017), Postdoctoral researcher development in the sciences: a Bourdieusian analysis, EdD thesis, University of Sheffield, available athttp://etheses.whiterose.ac.uk/18296/ (accessed 25th July 2018). 36. Bourdieu, P. (2005). Habitus. In J. Hillier & E. Rooksby (Eds.), Habitus: a sense of place, 2nd ed., Farnham and Burlington: Ashgate pp. 43-53. 37. Statistically speaking the majority of researchers do not follow this career pathway. See https://www.vitae.ac.uk/impact-and-evaluation/what-do-researchers-do (accessed 17_05_2018) 21 Expertise Capital Operational Capital Social Capital Developing expertise in new techniques/ Developing projects: different from Working with known/renowned PI or PhD methodology research contract project supervisor (pedigree)

Applying techniques to new system (e.g. Accessing independent funding Institutional location of UG/PhD degrees to new model organism) or bringing new (e.g. Research funding, travel funds, techniques to own research system outreach funding)

Connecting different areas of research - Experience of applying for funding - Experience of being successful in accessing funding - Understanding of the expectation of funders and how to write a funding application - Awareness of the funders and areas with availability of funding

Gaining broader knowledge by changing Participating in non-research activities: Rank of the institution where research field, topic or area of research projects have taken place and/or - Being a Postdoc representative on a renowned research group departmental, faculty or university committee - Establishing a research network - Delivering outreach and public engagement activities contributing to the impact agenda

Developing a good publication record Teaching: Size of the research group - Formal or informal - Sought or imposed

Publishing in high impact Supervision of UG/ Masters students on Possession of own collaborators, factor journals project developed by Postdoc independently from PI

Receiving prizes Being a reviewer for journals or funders Being known by others in the research field as having a specific, particular expertise

Developing instruments, techniques, Reflection: on previous experiences and Experience of interactions with methodologies usable by others considering other options senior academics

Developing new research ideas or Negotiating with PI that side projects and Convincing experts to help you focusing on a research aspect that no fellowship applications are as important one else is looking at. objectives as research project objectives.

Continuing to engage in project after Changing lab when having learnt enough Socialising with other researchers funding has run out techniques or realising it may not be a good enough research environment anymore

Adaptability in research approach Organising research conference, choosing Negotiating job location with family (changing approach if something else topics, keynote speakers, introducing and needs (not capital in itself but element better appears even if different from chairing sessions. mediating other forms of capital) written funded application).

Table 3: Examples of situational competencies mediating acquisition of capital (Adapted from Soubes, 2017)

22 An alternative to training needs analysis Alternatively, taking a Dynamic Development approach, at the start of a research degree we could explain the ideas of The concept of capital can also offer an alternative to situational competence and capital before asking researchers traditional training needs analysis approaches. It would not to think about the situational competencies they already have be unusual for a new postgraduate researcher to carry out a and how that translates to the capital they already have. training needs analysis in the early stages of their research, compared against a list of ‘required’ skills, identifying We could also present all the potential opportunities the gaps for which they ‘need’ training. This is commonly to researchers that their research degree offers to gain critiqued38 as a ‘deficit’ approach, looking at self and situational competencies, and let them consider the capital considering what is missing. they’d like to add to whatever they already have.

38. For example as expressed by my colleague Dr Helen Morley who I thank for inspiring this section of text. 23 D. Dynamic Development resources

A dynamic development programme framing how a programme might look and feel. We suggest the overall balance of activity is likely to be far more weighted toward Taking a Dynamic Development approach to a researcher providing opportunities for development (Figure 8), outside development programme does not mean completely re-writing of a traditional face to face workshop approach (e.g. DE 3 in what has gone before. As a transitional step, much can figure 7). And that the balance in facilitation will move away be achieved by initially framing existing activity within the from information giving toward interaction (Figure 9). Dynamic Development approach. There will be a need to explain the Dynamic Development model In Figure 7 a programme of development opportunities (SD1, in figure 7), and support its implementation; for example are mapped against the relevant hexagon in the dynamic in making the most of the opportunities for development outside development model, rather than being presented as a more of a formal programme (SD2 in figure 7). Framing a programme traditional simple programme listing. However, to fully this way with just a few additional sessions should be a good realise the ethos of the model any programme of activity first, transitional step in supporting the understanding and should be participant defined, so here we can only project implementation of the Dynamic Development approach.

The Dynamic You Changing, curious, exploratory, aware, Activity covers static and dynamic components critical, progressing, achieving, failing, performing, learning, strategic, chaotic, organised, processing, being

DA1: Working with others (Supervisor) SD1: Dynamic Development: ER1: Pictorial recording: the Dynamic an introduction Development way DA2: Maintaining motivation SD2: Your Dynamic Development: ER2: Personal development DA3: Introduction to emotional intelligence review and reflection planning approaches DA4: Strengths finder for PGR Dispositional Experience Awareness Recording System (DA) (ER) The static and dynamic development

You Situation (Static) (Static)

SA1: Being a researcher: introducing the researcher development framework You Situation SA2: Collaboration (Dynamic) (Dynamic) Theoretical SA3: Networking EF1: Mentoring and finding a mentor Situational Concept SA4: Presenting External Feedback EF2: Coaching and finding a coach Awareness SA5: Poster presentations (EF) EF3: Giving and receiving feedback (SA) SA6: Public engagement SA7: Crucial conversations SA8: Influencing Discovering and SA9: Leadership for PGR Exploring SA10: Observing and analysing (DE) (statics and dynamics)

DE1: Career planning using the ‘Business Model You’ DE2: Doctoral College Showcase(s) Activity covers static and dynamic components DE3: Student led small project funding scheme

Figure 7: An example Dynamic Development programme of activity.

24 ‘Traditional’ training Dynamic Development programme programme

Opportunity

Training

100% 100% Training Opportunity Move toward opportunity

Figure 8 Move toward opportunity39 A Dynamic Development programme would be set up with activity weighted toward the opportunity to actively experience something. This will then allow an individual to analyse that experience before, during and after using the static and dynamic development concept with a view to the same developmental analysis becoming self-sustaining in the wider experiences of the individual outside of a provided development programme.

‘Traditional’ training Dynamic Development programme programme

Interaction

Information giving

100% 100% Information Interaction giving Move toward interaction

Figure 9 Move toward interaction A final point is pedagogical in that any face to face sessions should be weighted toward the facilitator interacting with people rather than information giving. Information should be made readily available e.g. online such that time in face to face sessions can be maximised for participants and facilitators to interact and gain greater benefit from that interaction.

39. This figure is adapted from: Whitnall, D (2016), “Realising researcher potential: Introducing the Confidence Need Analysis (CNA)”, in Bromley, T (ed.), Vitae occasional papers volume 2: A collection of papers based on workshops at the Vitae Researcher Development International Conference, 9-10 September 2014, Manchester, UK, The Careers Research and Advisory Centre (CRAC) Limited, Cambridge, pp. 3-10. Available at https://www.vitae.ac.uk/vitae-publications/reports/vitae-occasional-papers-volume-2-2015.pdf/view (accessed 26th July 2018) 25 Facilitation examples using the SDD concept Example 1: Using the Game Board.

The following sections provide examples of how the SDD As we’ve said the Game Board can be used in many concept of Dynamic Development can be implemented different ways. However we did think it was important to in workshop scenarios and also provides a number of provide some straight forward observation on basic uses in examples of dispositions and situations expressed in static facilitation as follows: and dynamic components. 1. Use by the individual for self-reflection: As practitioners in authoring this guide, we are still As with the examples provided later in this guide, the exploring the possibilities, potential and implications for individual can use the Game Board to reflect upon a practice of the ideas presented in this guide. This section situation and on how they perceive that situation in is designed only to illustrate some of the possibilities static and dynamic terms. They can also reflect on how and where our thinking has currently reached. We would the static and dynamic components of their disposition encourage you to explore further, as we will, the potential of: impact within the situation they have chosen to analyse. The self-reflection can be used in preparing ‘… there might be value, in respect of the development to move in to a new situation for the first time or in of people, in considering what might be ‘static’ and reflecting after a situation in thinking about what took ‘dynamic’ characteristics of the individual, what might place (or both). be ‘static’ and ‘dynamic’ characteristics of a situation and how those individual (dispositional) and situational 2. One to one coaching: ‘dynamic’ and ‘static’ components might interplay’ 1a above can also be done with the support of a coach helping the individual to analyse, interpret and [from Page 12 of this guide] generally reflect upon a situation and their engagement within that situation. There will be differences in how we each consider the above quotation and that is no bad thing. In the examples 3. Group work: that follow, you will see our nuanced interpretations People see things differently and will construct expressed. different static and dynamic interpretations of situations. Giving a group a situation to consider will Example 1 focuses straightforwardly on basic uses of raise these differences and, through discussion, will the Game Board. The Game Board could be used in help the group understand each other’s perspectives any number of sessions on wide ranging topics as it is a and may also add to their own understanding of their technique to support development of understanding. perspective. An example exercise is:

In example 2 we build on the ‘basic’ usage described in Box it up40 example 1 to show in more depth how the SDD concept A theme is chosen for the session and explored in detail. can be used to support reflective practice. Four boxes are used, each one representing a different component: You (Static), Situation (Static), You Then in example 3 we look at using the SDD concept in (Dynamic) and Situation (Dynamic). In small groups, supporting reflective practice applied to a specific topic participants work on a box each and consider what area, taking ‘interdisciplinary working’ as our ‘situation’ to could be put into the box? This could be skills, be explored. feelings, training and development needs, ideas or suggestions. 20 minutes is allocated to do this with Finally, in example 4, we examine further potential of a further 20 minutes at the end (5 minutes each) for the SDD concept in exploring a broader interpretation of each group to feedback what’s in their box. The activity the meaning of the word ‘situation’. In this example we can be made more engaging by asking the groups to consider a topic which might not immediately be seen decorate the box and ‘sell’ the box as a product pitch as something that could be considered as a ‘situation’; (Dragons’ Den Style) as part of the feedback at the end. ‘confidence development’. In this example we also add a further nuance to the way the notion of ‘static’ and ‘dynamic’ can be interpreted and used.

40. Lead author of Box it up Davina Whitnall 26 Example 2: Introducing the SDD concept for Phase 3. 41 reflective practice Facilitate an activity for researchers to APPLY a reflective framework and the SDD model to describe, This approach for introducing the SDD concept in to the analyse and evaluate a situation. Initially ask processes of reflective practice is underpinned by three researchers to describe an experience using a generic pedagogic principles. reflective framework, then analyse and evaluate their actions in the situation using the SDD model. In this Firstly, ‘Biggs constructive alignment’ which involves the way, the researchers can go through a descriptive phase 42 alignment of teaching and learning with assessment . in reflection quickly using the reflective framework. Learning activities are built which demonstrate, evaluate, and Then, they can focus on using the SDD model to validate the use of the SDD concept. As a consequence, these evaluate themselves and their situation together. activities serve as opportunities for learning about the SDD Also include time for them to pair-up and share their concept as well as being able to assess how well people can experiences of using the reflective framework and use it. model.

Secondly, social learning in a ‘Community of Practice’ which Phase 4. involves communities co-constructing their knowledge to build a collective understanding on useful ways of working43. Facilitate a group discussion to jointly EVALUATE and Paired or small group discussions are incorporated at the VALIDATE the use of the model. Ask researchers to end of activities for each person to evaluate, validate and discuss the effectiveness of the model – including how build on their ideas in a research community. An end of good it is for understanding why they acted in the way workshop discussion across all groups is also included to they did, as well as how they can learn to improve their offer the opportunity to build further knowledge in areas practices. This phase enables the researchers to build which others have considered, as well as enabling everyone on their own ideas with the support of the community. to validate what they have learnt. This phase also enables the facilitator to assess the learning achieved and assess how motivated everyone Thirdly, sequentially scaffolding learning using a ‘Bloom’s is to use the SDD model. Taxonomy’ approach which involves supporting learning at increasingly higher levels44. The workshop is ordered into Although learning is ‘messy’ - not generally ordered four learning phases which offers four sequential ‘levels of or formatted in this way - outside of a classroom, this learning’. These levels are descriptive, then explanatory, approach has important, positive qualities which are worth then applying, and then evaluative in nature. Here is noting. By focusing most of the time on applying reflective an outline for a short (1hour) face-to-face workshop, practice - rather than understanding the principles of described in these four phases: reflection - researchers can conserve their energy for learning how to use reflection instead of wrestling with the Phase 1. theoretical concepts too much.

(In the introduction) BrieflyDESCRIBE the importance, By focusing on trialling the model with personal experiences, purpose, and principles of models and frameworks as the researcher will have developed and demonstrated the tools for reflection and reflexivity – to quickly gain ‘buy ability to use the model in their own context before even in’ for using it and offer a basic level of understanding of leaving the room, making the process real for them. the underpinning theory very quickly. Make the point that different tools can be useful for exploring different situations. By incorporating group evaluations on the usefulness of the model, each researcher will have: had time to Phase 2. consider their motivations for using it; had time to reach Briefly EXPLAIN how these tools can be used to a conclusion on how likely they are to use the model; and generate information for populating the SDD model. had time to consider the benefits of using it - and all this Model their use in a reflective process with a case before they even leave the room! study using a completed example to speed up this phase (See the examples in the later section in this guide ‘Dispositions and situations expressed in static and dynamic components’).

41. Lead author of this section Mark Proctor 42. Biggs, J. (1996), “Enhancing teaching through constructive alignment”, Higher education, Vol 32 No. 3, pp. 347–364. 43. Lave, J. & Wenger, E. (1991), Situated learning: Legitimate peripheral participation, Cambridge University Press, Cambridge, UK. 44. Bloom, B. S., Engelhart, M. D., Furst, E J., Hill, W. H., Krathwohl, D. R. (1956), Taxonomy of Educational Objectives: The Cognitive domain. Longmans.

27 Example 3: Interdisciplinary working workshop45 • Do you feel you belong to a research community with a shared understanding and goals and a different culture Aim: to develop a student designed programme to achieve from other disciplines? an understanding of working in an interdisciplinary way. Discuss on your table Room set up cabaret style • What are the benefits and opportunities for YOU Activity 1: of collaborating on on a research project in an interdisciplinary way? • Take a couple of minutes to re-introduce yourselves • Feedback 3 benefits and 3 pit-falls of this approach • Discuss Risks/Benefits - Name - Nationality Present brief slides on skills normally described as needed - Research field - School • Openness to change - Staff or Student - Faculty • Belief in the value of Interdisciplinary work

• Think about how you chose your table • Willingness to work together

- You knew some people already • Respect for differing perspectives - People from your School you know by sight - They seemed friendly • Trust in people’s intentions - You were last in the session • Desire to contribute for the betterment of the [institution] Activity 2: • Secure knowledge of their disciplines Introduce the Static and Dynamic Development (SDD) concept – Can they apply it to where they sat? • Mutual respect e.g. Static situation – tables • Space and time for sharing ideas and information Dynamic Situation – When people arrive Static You – Your preferences – introvert/ extrovert • A good sense of humour! Dynamic You – Feeling on the day • Flexibility, adaptability, creativity Present brief slides on what Interdiscplinary means • Curiosity about, and willingness to learn from, Activity 3: other disciplines

Take a few moments to consider: • An open mind to ideas coming from other disciplines and experiences • What is an academic discipline? • Good communication and listening skills • What characterises it? • An ability to bridge the gap between theory and practice • Can you envisage an academic/research structure without disciplines? • A good team worker

• What would it look like? Activity 4: Done individually

• How would it affect wider things such as teaching? Think of your own skills in this respect. Which are static/ dynamic? Which are within their control? How will you go • How crucial is your ‘discipline’ to your identity about developing them? Use Example 3 Interdisciplinary as a researcher? working from the ‘Dispositions and situations expressed in static and dynamic components’ section of this guide.

45. Lead author of this section Gail de Blaquiere 28 Activity 5: Done as a group You (Static) Situation (Static) Design and agree Training Programme to help them achieve identified development goals.

Feedback on how group activity went – again identify static You (Dynamic) Situation (Dynamic) and dynamic components

Presentation of each groups planned training Programmes Whole group to decide on best plan. The Dispositional Mapping Template Facilitator to arrange activities if at all possible – outcome might be no workshops so can also reflect on that. Dispositional mapping – Step 2 Prior to session plan 6 month review of what students Participants are asked to highlight with a highlighter the achieved and how. items that can be changed and add a confidence rating to each item on a scale of 1-10 e.g. if they feel very Example 4: Developing confidence confident about an item – mark it as 10, if they feel least facilitation models.46, 47 confident about an item – mark it as 1 for example.

Talk the talk and walk the walk – Any items marked 7 + are high and participants should Considering ‘confidence’ conceptually as a ‘situation’. write actions on how to take these forward?

Participants in a small group take turns to outline the area Any items marked 3-6, participants are asked to identify in which they would most like to develop confidence. They what will increase their confidence in these areas and should summarise this in a single sentence and share this with make a note of these. the group. They should then think about if this is something dispositional and static, dispositional and dynamic, situational Items that are 2-0, participants are asked to break these and static or situational and dynamic. down further and explore what it is that makes them low. What can they then do to increase this? A sign for each option has been put up in the room, participants should walk and stand by the sign they believe Dispositions and situations expressed in static best describes their situation. and dynamic components

Once at the sign, participants are encouraged to discuss By way of further illustration and to support understanding, their choice and why (additional facilitators may be needed this section provides a number of examples of skills so that there is someone at each sign). After the discussion, that have been ‘unpicked’ using the Static and Dynamic participants are asked if they want to move based on the Development theoretical concept. discussions and are free to move to another sign. Remember that this an analysis of a situation and Strategies are presented to the group as a whole for each of reflection by the individual, of that situation, for them. You the four areas that include considering what can be changed, may well see things differently, but the analysis will still the preparation that can be undertaken and identifying support understanding. opportunities that exist to develop confidence moving forward. Example 1: Conference presentation (Tony Bromley) Dispositional mapping – step 1 Example 2: Confidence development (Davina Whitnall) Individuals take time to reflect on their skills that they Example 3: Interdisciplinary working (Gail de-Blaquiere) would like to develop by considering their confidence. Example 4: Leadership (Tony Bromley) They use a template as shown and one template per item. They deconstruct the skills into the four different areas, Example 5: Project management (Tony Bromley) separating what is within their control and changeable and Example 6: Strategic reading (Mark Proctor) what is outside of their control and non-changeable. Example 7: Working with integrity (Gail de-Blaquiere)

46. Lead author of this section Davina Whitnall 47. The focus of this example is ‘developing confidence’, however the session approach could be used for other topics 29 Example 1: Conference presentation

Dispositional Analysis Situational Analysis

You Conference Situation (Static) Presentation (Static)

Knowledge Strategic Location Research idea Feeling A plan Slides Preparation Introverted

Need to achieve Q&A Audience

Confidence Schedule

You Situation (Dynamic) Are there factors that dominate (Dynamic) in the given situation?

Explanation (Tony Bromley perspective) ‘Achieving’ was seen here as a dynamic driver and expressed as a ‘need to achieve’. Also newly introduced was ‘confidence’, I looked at this in the first instance, from the perspective recognising that confidence varied and was dynamic for the of my identified dispositional factors characterised as per author in the situation ‘conference presentation’. the table below: In situational analysis, aspects of conference presentation seen Myers Briggs as consistent and non-changing during the presentation (static) Strengthfinder Type Indicator were, PowerPoint slides, the location, preparation (e.g. practice of the presentation done beforehand), the research ideas Futuristic; Learner; expressed in the slides and the subject knowledge inherent Introvert; Intuitive; Developer; Strategic; in the individual. Seen as situationally dynamic were, the Feeling; Judging Learner audience, the question and answer session and the schedule of the presentation (e.g. overuns of other presenters).

Finally, highlighted in red are factors that might be dominant The right hand side of the diagram proposes my situational for me in the particular situation. That there is an audience analysis of a conference presentation considering what plays against the introverted disposition and also that the I see as important static and dynamic factors. The left audience is dynamic and hence changing, potentially hand side includes the dispositional factors from my table unpredictably, also challenges the ‘plan’. above which I think are, for me, the most relevant to the conference presentation situation. The audience aren’t ‘planned’ and adhering to a script. However, the ‘need to achieve’ driver can help overcome By way of analysis, dispositional factors ‘Strategic’, both the static dispositional aspects. There is a drive to do a ‘Feeling’ and ‘Introverted’ were selected as important successful presentation to get new ideas across. statics for presenting. And in addition the preference for there being a plan.

30 Example 2: Confidence development

Dispositional Analysis Situational Analysis

You Confidence Situation (Static) Development (Static)

Perspective External

Assertive Others

Feeling Time

Situation

Motivation

Language Confidence Preparation Body language

Competence Others Approach

You Situation (Dynamic) Are there factors that dominate (Dynamic) in the given situation?

Explanation (Davina Whitnall perspective) The static position reflects on what you think is needed and the sort of behaviour that would be considered Situation (static): confident behaviour. This is best used in the broadest The situational static represents the fixed environment that sense as everyone perceives confidence differently as well fosters confidence. These are the elements that promote as having varying confidence development needs. or hinder confidence development such as time, others or the situation itself. These elements are often perceived You (Dynamic): as fixed and immovable with limits to how they can be The Dynamic position focuses on the detail of developing changed or developed. confidence and what this means in tangible terms. Once output of this is that considering this detail, generates a Situation (Dynamic): ‘to do’ list of development opportunity such as developing The Dynamic position considers what can actually be done competence, positive body language etc. to improve confidence within these fixed boundaries. The individual is encouraged to consider confidence more Developing Competence also begins to move toward the deeply and how this could be improved. A good exercise is situational analysis as this may be more fixed in terms of time to consider a situation when you felt most confident. or opportunity and may not just be subjective to the individual.

You (Static): The static situation for confidence identifies all of the attributes that you would associate with having confidence such as assertiveness, finding your voice, feeling capable and having the motivation to do this.

31 Example 3: Interdisciplinary working

Dispositional Analysis Situational Analysis

You Interdisciplinary Situation (Static) Working (Static)

Current experiences Disciplines

Belief in value/motivations Current discipline knowledge Common goals

Funders

Supervisor/Scaffold

Flexibility Networks Team selection Team working Communication Ability to learn new things

You Situation (Dynamic) (Dynamic)

Explanation (Gail de Blaquiere perspective) You (Dynamic): Dynamic elements will come into play with your level of ability to learn new knowledge, methods or understanding Situation (Static): different disciplinary norms, your capacity to work Static elements in this situation relate to the current successfully with evolving teams and your flexibility research landscape which, though changing, is based in during the project. traditional academic disciplines. Most Supervisors/PIs will be experts in a particular area, and aiming for the student/ project to achieve successful results and be completed on time. Funders may have clear aims for the research outcomes and its impact.

Situation (Dynamic): Dynamic elements could include the disciplines and expertise in interdisciplinary working of the supervisory team the size and breadth of networks available to the project and the level of communication between the parties on the focus and outcomes of the research.

You (Static): Static elements will be based on your knowledge and current experience in your discipline together with the amount of belief and motivation you bring to the project.

32 Example 4: Leadership

Dispositional Analysis Situational Analysis

You Leadership Situation (Static) (Static)

Intuitive Understanding of the area Understanding of TTI* Feeling A view of the goal and how to achieve it Monitoring of TTI* Introvert Buy-in from stakeholders Judging

Futuristic

Strategic Learner Belief in the goal Pressure Developer Achiever Belief in achieving the goal TTI* buy-in: belief in you & the goal

Buy-in from Stakeholders

You Situation (Dynamic) Are there factors that dominate (Dynamic) in the given situation?

*TTI: Team, Talk, Individual (after Adair)

Explanation (Tony Bromley perspective) You (Static): There are many ways of looking at this. I have listed all Situation (static): the outcomes of my Myers-Briggs Type Indicator analysis In terms of situation static I have listed things I see as as static factors to see if it tells me anything about how I foundations that need to be in place in respect of leadership. experience leadership. I think you need an understanding of the area and some basic understanding of leadership principles, which could be You (Dynamic): your personally developed ideas, rather than taught models. For dynamic factors for this analysis, I have considered I think you need some goal/vision of what you are trying to my top 5 strengths as determined by a ‘Strengths finder’ achieve and also at least some initial buy-in to the vision analysis. I’ve chosen these as dynamic because, to me, they by someone other than yourself. I think if you have no idea have a sense of movement and are driving me. I am driven of where you want to head (vision) it is difficult (but not to achieve, to learn, to develop things, etc. impossible) to lead. Analysis: Situation (Dynamic): Me in this Situation: For me personally the dominant factor I think that if you are leading a group of people, either here is my drive for future thinking and to change that future directly or indirectly, that their (and your) belief in the vision/ (futuristic dynamic in red). I always want to change futures, goal can be variable, it is dynamic and not necessarily improve, innovate and create something better (or at least predictable. As you and they invest more, and with that what I perceive as better!). However, this in itself will create understand more, belief can grow but can alternatively an additional personal pressure on top of the leadership dissipate. I think the same is true of belief in whether situational pressure that exist to achieve a goal/vision. the goal/vison is practically achievable. This is true of any The intuitive aspect in me should help in seeing the ‘big stakeholders in the vision. Finally there will be varying picture’ and managing the ups and downs of belief in a pressure to succeed from self and stakeholders. group in respect of the goal/vision. The judging aspect should support keeping to task and staying organised.

33 Example 5: Project management

Dispositional Analysis Situational Analysis

You Project Management Situation (Static) (Static)

Initial Project plan Intuitive Viewed as not Project goal(s) relevant for Knowledge of project Judging this situation: management technique Budget

Feeling Project Definition Document Timescale Introvert

Developer Suppliers Achiever Learner Strategic Project plan: in response to change Customer perspective Futuristic Change requests Project staff

You Situation (Dynamic) Are there factors that dominate (Dynamic) in the given situation?

Explanation (Tony Bromley perspective) I’ve also put ‘Feeling’ and ‘Introvert’ to one side here, as I don’t’ think they are particularly relevant for me to this Situation (static): situation. The plan sets the rules so that is that! This I would see project planning as a static. It is relatively easy gives me some sense of detachment in that if there is to work out a plan. You need a plan that is, time-bound and disagreement, I’m just working to the plan. expressed diagrammatical with a Gantt chart(s). You need a project definition and a clear outcome target for the project You (Dynamic): and you need a budget. However any project manager will tell For dynamic factors for this analysis, I have considered you that the plan is great until people (dynamic) get involved! my top 5 strengths as determined by a ‘Strengths finder’ analysis. I’ve chosen these as dynamic because they to me Situation (Dynamic): have a sense of movement and of driving me. I am driven The dynamics all relate to the people involved in the project, to achieve, to learn and to develop things. I have also put and managing changes to plans that they create. The aspects ‘Developer’, ‘Learner’ and ‘Futuristic’ to one side as I don’t I’ve listed as dynamic can all be categorised as change either think they are relevant to this situation. by request or by default. The project management situational competence is in managing all this change to still deliver the Analysis: project. Customer views change, suppliers don’t deliver to time Me in this Situation: I have strategic drivers and achiever and project staff come in and out of the project etc. All dynamic! drivers (dynamics) which should support delivery of a project. I need to finish the project. But it is handling the situational You (Static): dynamics that is the issue. Those aspects weren’t part of There are many ways of looking at this. I have listed the my plan! However, project management technique has an outcome of my Myers-Briggs Type Indicator analysis as static approach for how to handle change requests. My intuitive static factors to see if it tells me anything about how I experience contributes the preference for thinking problems through which project management Although potentially things might is useful here and should help thought in changing plans. My change, I do recognise myself consistently (static) as for judging preference leads me to want an orderly life. And this example an ‘introverted thinker’ as describe by MBTI. fits well with the themes of project management.

34 Example 6: Strategic reading

Dispositional Analysis Situational Analysis

You Strategic Reading Situation (Static) Pragmatic, Reflective, Practical approach (Static)

Need for feeling useful and valued Use finger as a guide to move eyes through text

Strategic goal prioritisation due SQ3R Method - Survey (Skim and Scan) > Question > to roles and responsibilities Read > Recite > Review

Strategic approach for balancing personal/agreed themes which fit in with strategies goals due to Eye movement for removing need to read - skimming roles and responsibilities and scanning pages with Lazy ‘S’, then paragraph

Strategic approach for balancing time due to Use visual snapshots of 3 - 5 words at a time roles and responsibilities for close reading

Strong supporting values - do your best Use Mindmap for note-taking and give back mentality

Circadian Rhythm - body clock Places/environment influence type of information that can be read - varying comfort, Alertness level influences speed noise levels and light levels and effectiveness

Attitude (positive, neutral, negative) towards topics Find literature to read

Attitude towards balancing reading with other work influences Discussions on content and time management priorities it’s application to practice

Amount of ‘value added’ for students experience, research culture and community of practice Amount/timing of time chunks devoted to reading Make research student or staff life easier, increase their confidence and their capabilities Interruptions Situation You General motivation levels influenced by perceived pressure to do more Cost benefit analysis (Dynamic) (Dynamic) Are there factors that dominate in the given situation?

Explanation (Mark Proctor perspective) Almost all of these were place on the ‘Situational Analysis’ side of SDD model. The exception was the statement What influences my strategic reading practice ‘Alertness level influences speed and effectiveness’ which and how can I do better? was dispositional, so this was placed on the ‘Person profiling’ side of the model in the ‘You (Dynamic)’ section. In this example, I used the SDD model to analyse the complex relationship I have with strategic reading. My approach for the ‘Person Profiling’ side of the SDD model. Why focus on strategic reading? I believed that I needed to use a ‘deeper’ reflexive approach to understanding why I do things. To be able to uncover this I have been using strategic reading approaches for 10 years type of information fully, I needed to draw on knowledge that since I attended a reading workshop. However, I think that I had gained by completing several styles questionnaires: my effectiveness in doing this varies because I do my reading for learning styles; for personality styles; for leadership in bursts - sometimes I’m happy with my approach and other styles; and for management styles. I also needed to draw times I’m not so happy with it – which makes me question on my personal and professional life-stories to uncover my the way I priorities my time and manage it. So, I wished to values, my beliefs and my life-positions; all in a focused and identify rapid reading processes to consider how I use them. useful way. Some information I wanted would be about ‘You I wished to identify why I approach reading in the ways I do. I (Static)’, which included: core values; beliefs; life-positions; also wished to uncover related strategies that I have adopted and dominant personality traits. Other information I wanted and embedded in my decision-making processes as tacit would be about ‘You (Dynamic)’, because they were affected knowledge. By doing this, I wanted to decide if I was happy by the environment, such as: my feelings, my attitudes, and with my approaches or evaluate new ways of working. my motivation levels.

My approach for the ‘Situational Analysis’ side of SDD model. So I interviewed myself using a number of critical questions. By reflecting on what I learnt in a strategic reading workshop I created the questions to help me reveal this type of 10 years ago using the STARL-P framework, I was able to information in relation to prioritising my time, managing my identify strategic reading processes to include in the model. time, and reading in the way I do.

35 I tailored these questions to be in the context of work. By doing this, I wanted to decide if I was happy with my Questions included: Consider times when you have, as well as approaches or evaluate new ways of working: I generally do have not, used strategic reading at work. Answer the following the best I can with the time I have and I’m relatively happy questions, then consider their impact on your strategic with the way I appear to be working from the SDD model reading using the SDD model: as well as what I finish up with. Ok, so dynamic factors influence this, but the approach seems to be working in the In one sentence, as a mission statement, describe a personal long term. So, yes I am generally happy for now. For that reason for doing your job? What is it that makes reading reason, I will probably not change my long term strategies. so important? What are your core beliefs which you use to prioritise reading the way you do? What are your core beliefs which you use to balance time? What are your dominant approaches to reading? How would you describe your dominant strategic reading style? What needs to happen for you to be able to do your job and use reading in an effective useful way? What other needs do you have generally?

Make a list of things which interrupt you whilst reading. Make a list of reasons why you value reading. What distracts you from your plan? What is it about you which drives you to succeed at work? What demotivates you? What motivates you? How do these affect your feelings towards reading at work? What do you do to decide whether or not to read strategically? What else affects reading? How do they affect reading?

N.B. In the model, I recorded detailed strategic statements and actions to enabling me to make sense of what I had learnt here - without needing to apply the full evaluation again, and in a way which could inform my practices.

Was this useful for me? I wished to identify strategic reading processes to consider how I use them. I use strategic reading to gather useful information quickly so I can spend more time making use of the information as I tailor it to developing workshops, etc. This has remained constant.

I wished to identify why I approach reading in the ways I do. I recognise that I am motivated by my core beliefs and values (from the ‘you static’ area). The perceived level of benefit to others truly drives me, but I need to divert my attentions at times when other activities become of greater benefit or more of a priority (from the ‘you dynamic’ area) - which is why my reading time occurs in bursts of time.

I also wished to uncover related strategies that I have adopted and embedded in my decision-making processes as tacit knowledge: I use a pragmatic approach (from the ‘you static’ area) so I just try something and evaluate it for the next time, and the reading in bursts seems to work relatively well for me and my job. So, I have continued to work in this way for a long time without thinking about it very much. Also, the dominant cost-benefit analysis to me and others also seems to be a generally useful strategy.

36 Example 7: Working with integrity

Dispositional Analysis Situational Analysis

You Working with integrity Situation (Static) (Static)

Values Ethical procedures

University policy Motivation

Institutional cultures

Project stage Pressure to publish

Time pressure Availability of training*

Departmental culture Peers

You Situation (Dynamic) (Dynamic)

*Training on appropriate research methods, research-data management, consideration of ethical issues

Explanation (Gail de Blaquiere)

Situation (Static): Static elements in this situation would be the prevailing research culture including policies, procedures and training outlining a requirement for and level of research integrity required by all at the institution.

Situation (Dynamic): External dynamics could affect an individual e.g. the pressure to publish. Research culture in individual groups may influence decisions. Availability of training and support may vary.

You (Static): Static elements in this situation would be provided by your own values and personal motivation based on prior experience and training. This would provide a specific and individual level of moral integrity.

You (Dynamic): Dynamic elements which may affect the situation could include your level of experience, time available for your project and the effect on your behaviour of fellow peers.

37 Facilitation of Experience Recording: using different E-systems48

In the ‘Experience Recording System’ section earlier in this • Redefinitionof pen and paper approaches guide, two activities are briefly described that relate to using - e.g. reflections can be built into story based e-systems in experience recording. This section provides approaches using alternative multi-media/social- additional information regarding the two activities described. media technologies; possibly in combination with making an object, or generating a collection of Experience recording: utilising e-systems objects. This could be directly compared to the researchers currently use creation of exhibits for an art exhibition and is a form of self-expression. The idea is to create something Consider how researchers can ‘hijack’ the electronic as a metaphor for a critical incident, or a series of systems they currently use to apply to experience incidents in a life-changing story. So, this will enable recording. The SAMR model (Ruben Puentedura)49. SAMR you to tell your story. It is worth stressing that you is a simple to understand framework which has been used could use text to describe your story; however, you to evaluate mobile learning technologies in other teaching could equally well capture your story in any format, contexts50 and is useful for this context as well. The such as in: audio; video; photographic; cartoon; and example below explains and illustrates the SAMR acronym storyboarding formats. by considering a starting point of using a ‘pen and paper’ approach to experience recording and then asking what And once you have described the SAMR model, your might be Substitution, Augmentation. Modification and researchers should be able to map any electronic systems to Redefinition of ‘pen and paper’ in e-terms and of what different areas of the model easily. This will enable them to additional opportunity that might provide. quickly start using these systems as recording devices.

The SAMR acronym stands for: Experience recording: utilising additional e-systems, the Padagogy Wheel • Substitution of pen and paper approaches - e.g. word processing or note-taking applications. The following activity will cement what the researchers This may be more convenient to, but offers no added have learnt from the first exercise, in exploring the use value over traditional pen and paper approaches. of their current e-systems for experience recording and offer them further options for using different electronic • Augmentation of pen and paper approaches experience recording systems. The idea here is to explore the Padagogy Wheel51 with your researchers (Figure 10). - e.g. reflections can be shared using social networking or collaborative tools. You could use The beauty of the Padagogy Wheel is that electronic google docs, email, a blog, or e-portfolio to gather systems are grouped together in categories and mapped feedback from others. This offers the chance to to Bloom’s learning taxonomy. So, researchers are able validate your thoughts after the main reflective to examine a whole suite of electronic systems to decide process, but little else if the purpose is to use these if they would like to try alternative ‘new similar’ ones in technologies to share reflections and gain feedback. a category and explore more creative approaches using electronic systems in the Evaluate and Create categories. • Modificationof pen and paper approaches - e.g. reflections can be co-constructed in real time or asynchronously with a wiki based approach using collaborative tools such as a google docs. The other people support you in gaining a better understanding as you conduct your reflections. Possibly by taking on the role of a virtual coach to provide you with ongoing critical questions to direct deeper evaluations. Possibly to offer their own reflective commentaries on a situation if they were there so you can discuss and compare stories to co- construct your understanding. And this partnership approach, as part of a community of practice, promises to offer a very critical approach.

48. Lead author of this section Mark Proctor 49. Common Sense Education (2014) Ruben Puentedura on Applying the SAMR Model, available at: https://www.youtube.com/watch?v=W6j8soDYoaw (accessed 21 June 2018) 50. Romrell, D., Kidder, L. C. and Wood, E. (2014), “The SAMR model as a framework for evaluating mLearning”, Journal of Asynchronous Learning Networks, Vol. 18 No. 2, pp. 1–15.

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Figure 10: The Padagogy wheel Figure 10: The Padagogy Wheel 58 51. Carrington, A. (2016), “The Padagogy Wheel English V5”, available at https://designingoutcomes.com/english-speaking-world-v5-0/. (accessed 21 June 2018) 39

Acknowledgments

This guide is based upon the development of initial ideas first presented by Dr Tony Bromley at the Vitae International Researcher Development Conference 2016 in the workshop:

Bromley, T., [2016] ‘Flipped Development: From passive to active development’ Vitae Researcher Development International Conference 2016, Manchester, 12th -13th September.

The presentation at the Researcher Education and Development Scholarship 2018 conference:

Bromley, T., [2017] “Rethinking Skills: the Dynamic Development Model” Researcher Education and Development Conference, October 12th 2017, University of Leeds.

And, the further development of the ideas through the input of a University of Leeds Student Education Fellowship funded development group with the following membership:

Dr Tony Bromley, University of Leeds (Chair) Dr Jim Boran, University of Manchester Dr Gail de Blaquiere, Newcastle University Sarah Gray, University of Leeds Dr Richard Hinchcliffe, Independent consultant, previously University of Liverpool Dr Mark Proctor, University of Sunderland Dr Sandrine Soubes, University of Sheffield Dr Davina Whitnall, University of Salford https://www.sdduonline.leeds.ac.uk/dynamic-development/

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